Abstract
Quality teaching is directly related with effective and high-quality feedback, and such arguments are well supported by the findings of recent studies. Feedback constitutes a central aspect of learning, yet has been largely neglected in research to date, particularly from the student’s point of view. This gap in practice has been picked up by the Department for Teacher Training of “Lucian Blaga” University of Sibiu. This paper explores students’ perception of feedback. First year students enrolled at the Primary and Preschool Pedagogy program were invited to attend focus groups and individual interviews. A questionnaire was developed from themes identified in the focus groups and was administrated to a large group of undergraduate students in the second part of the study. This paper reports on the focus groups and the themes that emerged from the data. Findings revealed that receiving late and minimal feedback during the semester was a common cause of students’ dissatisfaction. Responses were mixed to the question of whether enough feedback was being provided. They indicated they wanted a more proactive approach from the academic staff, because they recognized the value of feedback as central to improved learning.
Highlights
The Romanian educational system is facing these days huge changes and difficulties: students with different needs, mass media’s influence, the local community’s impact and a more aggressive climate that affects the relationships between teachers and students
This paper reports on the focus groups and the themes that emerged from the data
The first group of 20 students from the Primary and Preschool Pedagogy program were invited to take part based on their options to become voluntarily co-researchers
Summary
The Romanian educational system is facing these days huge changes and difficulties: students with different needs, mass media’s influence, the local community’s impact and a more aggressive climate that affects the relationships between teachers and students. As it is seen increasingly better recently, school reality requires a much greater development of the specifics of communication, reaching many psychological aspects. Feedback serves a variety of purposes including the grading of achievements, the development of students’ understanding, skills and motivation. An increasing reliance on considerable debate continues over the extent to which students value feedback
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